Criticizes a study of the reliability and validity of curriculum-based reading inventories by L. S. Fuchs, D. Fuchs, and S. L. Deno and raises questions regarding the study's internal and external validity. (AEA)

When using an informal reading inventory, the teacher needs to keep in mind that the quality of a reader's miscues is more important than the quantity, and that apparent problems in word recognition may often be the difference between of a good use of context or a failure to make good use of context. (HOD)

Presents an interview with Jerry L. Johns. Discusses topics related to reading assessment, standardized tests and test-wiseness, the format and content of reading assessment measures, informal reading inventories, and portfolio assessment. (RS)

Finds a number of problems with the test and concludes that there is little real advantage to using it in preference to other published informal reading inventories now available. (FL)

To determine quality sequence in pupil progress, evaluation approaches need to be used which guide the teacher to assist learners to attain optimally. Teachers must use a variety of procedures to appraise student achievement in reading, because no one approach is adequate. Appraisal approaches might include: (1) observation and subsequent…

Argues that informal reading inventories (IRI) and the cloze procedure may provide inaccurate information and inhibit the progress of poor readers. Examines the concept of frustration level in both IRI and cloze testing. Posits that, in attempting to avoid frustrating students, educators fail to provide students with sufficient challenges.…

Reviews the use of miscue analysis in conjunction with the informal reading inventory and recommends the use of a miscue mini-form to refine the identification of reading levels and error pattern analysis. Includes a copy of the mini-form. (TJ)

Reports on what started out to be a survey of the use of the informal reading inventory (IRI) by teachers that revealed the technique to be embedded in a complex environment. Concludes that the use of IRIs and other diagnostic methods can be limited when teachers do not have primary responsibility for making placement decisions. (FL)

Suggests that informal reading inventories (IRIs) should include both narrative and expository passages. Describes a study of several reading inventories indicating that some current secondary school IRIs have been constructed with some consistency of text types, but failed to reveal a clear picture of text structure for the inventories. (HTH)

Reviews the strengths and weaknesses of 5 representative standardized reading tests and 7 informal methods for testing reading. Lists 10 considerations to help in the selection, evaluation, and use of reading tests. (DMM)

Concludes that modified standard reading inventories may be made more useful for assessing the specific abilities and needs of disabled readers. Offers suggestions for making modifications. (FL)

Although cognitive style affects test results, students of various cognitive styles are expected to perform equally well on standardized tests. Informal tests seem to be better for both impulsive and reflective style students. Perhaps a combination of standardized and informal testing is appropriate for making educational decisions about students.…

Errors in oral reading tests result from inaccuracies that tend to creep in because children are not totally consistent while taking a test and from inaccuracies caused when the examiner does not catch a word recognition error, giving credit for an answer that is more wrong than right or vice versa. Every test contains a standard error of…

Indicates that the format and use of the informal reading inventory need to be modified in order to address recent research findings of schema theory, text analysis, and metacognition. (FL)

Concludes that IRIs can be useful, flexible assessment and instruction tools in the hands of knowledgeable teachers. Offers suggestions for their use. (FL)